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Edited by Dr. Lynne Schrum, George Mason University
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| formerly Journal of Research on Computing in Education |
Volume 40 Number 2 Winter 2007-2008
The Role of Teacher Questioning in Promoting Dialogic Literary Inquiry in Computer-Mediated Communication
Susan L. Groenke and Trena Paulus
University of Tennessee
Abstract
This article reports research from an innovative university-secondary school partnership, the Web Pen Pals Project, which pairs preservice English teachers in online chat rooms with local middle school students to talk about young adult literature. The analyses reported here center on the type of dialogue that results during such online conversations. Findings suggest preservice teachers bring traditional classroom discourse expectations to CMC, and strategies that help CMC facilitators synthesize and focus discourse into co-created “group texts” are needed. Based on these findings, implications for educators who use CMC in teacher preparation to facilitate collaborative learning are suggested.
 Download the full article (PDF, 216 KB)
Contributors
Susan L. Groenke is an assistant professor in the Department of Theory and Practice in Teacher Education at the University of Tennessee where she advises the English Education program. Her research areas include adolescent reading patterns and processes, the role of dialogue in literary learning, and computer-supported collaborative learning. (sgroenke@utk.edu.)
Trena M. Paulus is an assistant professor in the Department of Educational Psychology and Counseling at the University of Tennessee where she works with the Collaborative Learning program. Her research areas include computer supported collaborative learning, computer-mediated communication, and discourse analysis methodology. ( tpaulus@utk.edu.)
Copyright 2007-2008, (International Society for Technology in Education). All rights reserved.
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